Abstract
The study examined the impact of concept-based instruction on the teaching and learning of
mathematics. Functions is the topic that was implemented in order to identify the improvements
in learners’ understanding. A total of 35 Grade 11 learners from a South African township
school in Limpopo province participated in this study. Data were collected using tests,
questionnaires, and semi-structured interviews. The constructivist learning theory
underpinned the exploration. All the 35 participants wrote a test twice, completed a
questionnaire and only 6 of them were interviewed. The study employed the sequential
explanatory research design because of its richness in data findings as it incorporates both
quantitative and qualitative research methods. The initial stages of data analysis started with
emerging themes from data being coded and categorised. To identify changes in learners’
performance in the administered pre and post assessment tests, a dependent t-test was carried
out, while questionnaires and interviews were used to assess learners’ attitudes and
perceptions. The findings from the inquiry indicated positive gains in deep understanding,
critical thinking, long-term retention of information, transferable skills, engagement and
integration, which are all directly linked to conceptual understanding, resulting in enhanced
performance. Both numerical and descriptive analyses confirmed that concept-based
instruction enables learners to construct their own knowledge and enhance their conceptual
understanding which in the end improves their performance in mathematics. The findings
confirm that learners responded positively to concept-based instruction and suggest its broad
adoption in mathematics education to address issues of conceptual gaps.